The State Institutions of 

Higher Education 

in Texas 



Their Past Services, Future Possibilities 

and Present Financial 

Condition 



A Discussion 

by the 

Educational Campaign Committee 

of the 

Organization for the Enlargement by the 

State of Texas of Its Institutions 

of Higher Education 



Austin, Texas, May 1 
1912 



^*" ■;■•;;/*> Steck 



The State Institutions of Higher 
Education in Texas 



Their Past Services, Future Possibilities 

and Present Financial 

Condition 



A Discussion by the Educational 
Campaign Committee 



Organization for the Enlargement by the State of 
Texas of Its Institutions of Higher Education 



AUSTIN, TEXAS 
MAY 1, 1912 



1° 



ORGANIZATION FOR THE ENLARGEMENT BY THE 

STATE OF TEXAS OF ITS INSTITUTIONS 

OF HIGHER EDUCATION. 

Endowed Under the Auspices of the Alumni Association of 
The University of Texas. 

Standing Committee. 
S. E. Mezes, Austin. 

Clarence Ousley, Fort Worth. 
E. B. Parker, Houston. 
R. L. Batts, Austin. 

M. Sansom, Fort Worth. 

George A. Robertson, Dallas. 

John W. Hopkins, Galveston. 
F. C. Proctor, Beaumont. 
W. H. Burges, El Paso. 

Advisory Committee. 
S. P. Brooks, Waco. 

Will C. Hogg, Houston. 

Frank Kell, Wichita Falls. 
C. Lombardi, Dallas 

E. 0. Lovett, Houston. 

Charles Schreiner, Kerrville. 
Ed. C. Lasater, Falfurrias. 
F. M. Bralley, Austin. 

Educational Campaign Committee. 
F. M. Bralley, Austin. 

Charles Puryear, College Station. 
W. B. Bizzell, Denton. 

R. B. Cousins, Canyon. 
office of S. E. Mezes, Austin. 

F. M. Bralley, Lee Clark, Austin. 

Executive Secretary, S. P. Brooks, Waco. 

Austin, Texas. 



THE STATE INSTITUTIONS OP HIGHER EDUCATION IN 
TEXAS— THEIR PAST SERVICES, FUTURE POS- 
SIBILITIES, AND PRESENT FINAN- 
CIAL CONDITION. 

The efficient organization and proper conduct and mainte- 
nance of the educational system of the State is the largest task 
that confronts the statesmanship of Texas at the present time. 
In spite of the great interest and sincere belief of our people 
in education, it is recognized that the schools of Texas, from 
the kindergarten to the University, have not been properly 
supported and, as a consequence, are not as efficient as they 
should be, and suffer greatly when compared with the schools 
of many other states and countries. On the other hand, our 
schools have done good service with the resources at their 
command, and this record guarantees a more splendid per- 
formance when greater resources are available. "He that is 
faithful in that which is least is faithful also in much." 

On all sides are to be seen evidences of a thorough awaken- 
ing on the part of the people of Texas in whatever concerns 
education, either higher or lower. Everywhere communities 
are building up better schools, and the demand for good teach- 
ers cannot be supplied. Everywhere it is recognized that the 
progress of the lower schools is absolutely dependent on the 
progress of the higher. Nowhere in the world do we find good 
common schools and poor colleges, nor good colleges and poor 
common schools. The interests of all education and of all edu- 
cational institutions are linked together. Thus, while planned 
specifically to promote higher education, the organization which 
is publishing this pamphlet proposes to encourage, not higher 
education alone, but all education, and, through education, to 
promote the real welfare of Texas. 



U 



DUTIES OF STATE INSTITUTIONS OF HIGHER 
EDUCATION. 



1. To prepare their students especially for useful citizen- 
ship. The personal enjoyment or advancement of their pupils 
is not their chief aim. They must give to their students not 



— 4 



only the power to be useful to the State at large, but they 
must also give the loyalty and the patriotism and the high 
ideals that create the desire to be useful. 

2. To prepare thoroughly for various occupations in life. 
Good workmanship is an essential part of good citizenship. 
Each individual should be prepared, as efficiently as possible, 
to perform a proper share of the world's work. 

3. To prepare for a wise use of the leisure hours of life. 
Ill spent leisure is responsible for an enormous amount of 
the world's evil. 

4. To put their services through extension lectures and 
correspondence courses as far as possible within the reach of 
persons scattered over the State who desire training, but who 
cannot become resident students. The services of educational 
institutions should not and must not be limited to resident 
students. 

5. To apply the technical learning of their faculties and 
the resources of their laboratories and libraries to the uses of 
business, manufacture, agriculture, and philanthropy. 

6. To make contributions to the sum of human knowledge. 
Most people will agree to the general propositions of the 

foregoing paragraphs, but many Texans are not fully informed 
concerning the work of the State colleges, their limitations and 
possibilities. 

The two-fold object of the present pamphlet is: (1) To 
outline the services now being performed by the higher edu- 
cational institutions of Texas and to indicate the additional 
services that will be performed when additional funds are pro- 
vided; (2) to compare the financial status of our State higher 
educational institutions with that of similar institutions in cer- 
tain selected states. 



THE UNIVERSITY OF TEXAS. 

Services, Actual and Possible. 

Since its foundation in 1883, about 12,000 students hav.i 
attended the University, of whom over 3,000 have taken de- 
grees. Today, enrolled in its various depart- 
General. ments are over 2,000 students, not counting the 
500 that are doing correspondence work, nor 
the 800 that were in the 1911 Summer School. Despite a 
steady advance in the entrance requirements, which have now 
been standardized (no considerable further advances being 
contemplated) there has been a rapid increase in numbers. 
With no further change in entrance requirements the increase 
in the future will be even more rapid. 

A small institution at first, most of its ex-students are still 
young; nevertheless, in all parts of the State are to be found 
University alumni holding honorable places in their communi- 
ties and leading useful lives. Through its system of affiliated 
schools the University has done much to raise standards among 
Texas schools. It has attempted to develop, and with some 
success, an honor system and student self-government to a 
point not elsewhere reached. The excellent moral condition 
among its students is evidenced by numerous religious activi- 
ties, which have been set forth in a separate bulletin. Two- 
fifths of its students are self-supporting. The student body is 
serious and well-behaved, the faculty loyal and diligent. Allow- 
ance being made for its limited resources, the University may 
be said to be an efficient institution. Compared with the great 
universities of the North and East, the University has, in pro- 
portion to number of students, only two-thirds of their in- 
structing force, less than one-half of their income, and less 
than one-third of their equipment. The University lias been 
inspected and reported upon with favor by various experts, 
and, while probably of the second class according to the stand- 
ards adopted by the Association of State Universities, it wel- 
comes competent investigation, feeling sure that it has done 
what it could with the means at its disposal. 



— 6 — 

Its necessities are many and great. A Science Building is 
needed in order to provide additional space and to get valuable 
instruments into a fireproof building. A building for the 
Department of Education is practically imperative. An ad- 
ditional Engineering Building is necessary. A Museum Build- 
ing for the exhibition of Texas products, resources, plants, 
and animals should be begun at once. Northern institutions 
are sending field parties to Texas to collect for their museums, 
and many of our choicest specimens are now carefully pre- 
served outside of our State. 

The Medical Department needs a Laboratory Building and 
a Medical Museum. For buildings a million dollars could be 
spent to immediate advantage. Dormitories and student din- 
ing halls are also much needed. 

The Schools of English, French, German, Latin, and Span- 
ish have been overcrowded and undermanned for years. The 
instructors in these subjects have been forced 
Literature to read too many themes, essays and exer- 

and Language, cises to allow time for needed revision 
and advice. Owing to lack of room, two 
and even four instructors have been assigned to the same office, 
a crowding which has greatly interfered with the effectiveness 
of personal conferences with, and advice to, students. These 
conferences are in addition to general classroom instruction 
and form an essential feature of University work. 

The weekly routine of an instructor in these subjects in- 
volves twelve hours of elassroom instruction, about twenty- 
four hours of personal eonference, and the reading of from 
one hundred to two hundred themes, essays and exercises, 
which renders proper instruction impossible. 

Perhaps the greatest single task of the University is to pre- 
pare teachers for public schools. So great is this task that all 
of the educational institutions of Texas are 
Education. unable to supply half the demand. The Uni- 
versity receives from the schools of Texas 
four times as many calls for teachers as it can fill acceptably, 
the calls numbering about six hundred during the last twelve 



— 7 — 

months. Over 350 students are doing work in Education dur- 
ing the regular session, over 500 during the Summer School. 
During the summer, many active teachers resort to the Uni- 
versity for study, and it is now seldom that one finds a 
teacher of the upper grades in Texas schools who has not spent 
at least one summer session in Austin. Graduates of the Uni- 
versity are to be found in considerable number in the faculty 
of the University itself, of the Normals, and of the other higher 
schools in the State. 

The Education Department of the University is in urgent 
need of two buildings, one for its own work, and one for a 
practice school. Its faculty needs expansion in several direc- 
tions. Courses in Physical Education, in School Music, and in 
School Art, could be offered to great advantage. Additional 
teachers in the subjects now offered are made necessary by the 
large number of students. Particularly crowded are the courses 
in School and Class Management, Psychology, History of Edu- 
cation, and Educational Administration. Special courses in the 
teaching of History, Mathematics, Latin, Geography, and Bot- 
any, are being given, and other special teachers' courses are 
in contemplation. The work in Library Training also needs 
expansion, there being a considerable demand for librarians. 
A special course in Children's Books is one of pressing de- 
mand. 

The Law Department of the University, during the twenty- 
nine years of its existence, has graduated many excellent law- 
yers, and has had much to do with elevating the 
Law. standard of legal education in the State. The 
Department is, and ought to be, the only law 
school in Texas. Recognizing its heavy responsibility, the De- 
partment is raising its standard as rapidly as conditions will 
permit. For entrance it now demands a full year of college 
work. Many of its students are college graduates. Its curric- 
ulum not only demands a study of various Law topics, but 
requires also considerable work in certain fundamental sciences 
that underlie the law. Thus, courses in History, Economics, 
and Government are required of all students taking the law 
degree. The Department further recognizes that public affairs 



— 8 — 

are largely in the hands of lawyers, and that, as a consequence, 
our lawyers should be well trained in matters relating to the 
public welfare. They should be trained not only to know what 
the law is, but also to know what the law ought to be. The 
public has a right to demand constructive legislation from the 
legal profession. 

To provide this broad legal training, additional courses must 
be offered on Damages, Domestic Relations, Bankruptcy, Stat- 
utory Construction, Mining and Irrigation, Mortgages, Taxa- 
tion, Roman Law, Trusts, and Administrative Law. Already 
the Law Department stands high in Texas, but it must increase 
its requirements to keep pace with the increasing demands of 
the times. 

To the courses now being given in Mathematics should be 
added courses in Advanced Commercial Arithmetic, Calcula- 
tion of Life and Fire Insurance Premiums, and 
Science. Statistics. The University possesses only a small 
unmounted telescope, and frequent surprise is 
expressed at the absence of an astronomical observatory. The 
University has not even the beginnings of a student observa- 
tory, and has not even hoped to possess the large modern in- 
struments for studying the heavens which are to be found in a 
properly equipped astronomical observatory. 

In recent years the work in Chemistry, Botany, and Zoology 
has been much strengthened. Courses in Organic and Inor- 
ganic Chemistry, Assaying Ores, Gas Analysis, Water Analysis 
and Electro Chemistry; in Botany, Plant Physiology, Plant 
Diseases, Horticulture, and the teaching of Agriculture; in 
Zoology, Anatomy, Human Physiology, Hygiene, and Practi- 
cal Zoology, are regularly given to large classes. 

In these courses, as in those given in Physics and Geology, 
the object is to lay a sound foundation of scientific knowledge 
without neglecting the numerous practical sides of scientific 
work. Greater attention should be paid, when means are pro- 
vided, to economic Botany and Zoology, to the Disease of 
Plants, and to Wood Preservation. The work in all the funda- 
mental scientific courses needs to be strengthened by additional 
laboratory equipment, and by additional instructors. The study 



— 9 — 

of Texas plants and Animals should be pursued with greater 
vigor and the Migration of the Injurious Plants and Animals 
should be carefully studied. 

The Medical Department has recently been investigated by 
a competent observer, Dr. Abraham Flexner, who writes, after 
pointing out the deplorable standards of most 
Medicine. medical schools, "Fortunately, a few schools 
can be named in different parts of the coun- 
try which are doing their work well. The John Hopkins at 
Baltimore, the University of Pennsylvania at Philadelphia, the 
Western Reserve at Cleveland, the University of Michigan at 
Ann Arbor, and the University of Texas at Galveston, all ap- 
preciate what good medical education requires and go far to 
provide it in all its essential features." This is high praise, 
each of the other schools mentioned having many times the 
income of the Texas Medical Department. An increase of 
some 50 per cent in its income would, as has been often pointed 
out, increase greatly its efficiency and put it in a position to 
furnish a thoroughly excellent undergraduate training. 

The most pressing demands of the Medical Department re- 
late to more laboratory space and equipment and to means to 
spread generally among the people a practical knowledge of 
facts relating to hygiene, communicable diseases, physical edu- 
cation of children, water supply, food adulteration, and sanita- 
tion. This can be done by means of illustrated lectures and 
bulletins. 

The opening of the Panama Canal is certain to bring to 
Texas numbers of cases of tropical diseases. As has been done 
at Tulane, the University of Texas should study with care these 
very deadly diseases, in order that the people of Texas, and 
of the United States, may be protected from them. 

To justify the necessary cost of conducting within the State 
a Medical College of the first rank, let any thoughtful citizen 
ask himself, Is not the health of the people of Texas as im- 
portant as that of the people of Massachusetts or New York? 
Shall not our sick be cared for by as skillful attendants as 
the sick of other states? 



10 



For many years, animated by the zeal and patriotism of the 

lamented Garrison and Bugbee, the School of History has 

brought the lessons of the past to the service of 

History, good citizenship and hundreds of young men and 
young women have profited thereby. Moreover, the 
rich field of Texas History has been diligently investigated at 
this University. Here was founded and here is published the 
Quarterly of the Texas Historical Association, now in its six- 
teenth volume and well known among historical publications. 
Our State archives are now being investigated by a competent 
band of young historians trained here. Always overcrowded, 
the School of History has a splendid record both in teaching 
and in research, and it is a matter of regret that other states, 
California for example, spend more in the study of Texas His- 
tory than has been available for that purpose at the Univer- 
sity of Texas. 

Many grave questions relating to governmental and economic 

welfare are now confronting the American people and it is 

essential that these questions be solved 

Economics wisely. Careful study is needed to secure 

and Government, wise solutions, and it is a prime duty of 
a state university to afford ample facili- 
ties for the thorough, unbiased, and non-partisan study of 
matters of public policy. ''Cultivated mind," said President 
Mirabeau B. Lamar, "is the guardian genius of democracy." 

Already the University is offering courses in General Eco- 
nomics, Corporation and Transportation Economics, the Finan- 
cial History of the United States, Public Finance, Agricul- 
tural Economics, Money and Banking, Economic Theories, Com- 
parative Constitutional Law, Political Parties, Municipal Gov- 
ernment, Political Science, History of Civilization, and Eco- 
nomic Geography. Each of these courses is largely attended, 
and there is a strong demand for additional courses on Public 
Utilities, Municipal Ownership, Statistics, Sociology, Charities 
and Corrections, Penology, Competition, Labor Legislation, 
Colonial Governments, European Governments, Federal Ad- 
ministration, State Administrations, Consular Service, Theory 
and Practice of Legislation, History of the Constitution, Amer- 
ican Diplomacy, and Conservation, 



— 11— 

Commercial affairs are every day demanding more and more 
training for their successful performance and, in increasing 
numbers, students are desiring to take 
Business and courses in Business and Commerce. A he- 
Commerce, ginning has been made along these lines, 
but there is urgent need of a number of 
competent instructors to give courses in Advanced Bookkeep- 
ing; Auditing; Bank Accounting; Cost Accounting; Office Sys- 
tems; Store Management; Selling; Purchasing, and Shipping 
Systems; Credit Systems and Institutions; Money Market; For- 
eign Exchange, Loans, and Panics; Business Ethics; Fraud- 
ulent Investments ; Business Management ; Public Finance ; 
Tariff; Taxation; Monopolies and Trusts; Industrial Progress; 
Advertising; Prices and Markets; Stocks and Bonds; Stock 
Gambling; Fire and Life Insurance; and a number of other 
practical business courses. At present many of these topics 
are mentioned in the various University courses, but the School 
of Business Training, recently created by the Regents, with 
one man in charge, will in a short time demand the services 
of several additional instructors. 

Fairly complete and satisfactory courses are now offered in 
Civil, Sanitary, and Electrical Engineering and in Architec- 
ture. Chemical Engineering is still in its 
Engineering. infancy at the University, and Mechan- 
ical Engineering does not exist. Some 250 
students are pursuing courses in Engineering and the Depart- 
ment of Engineering needs to be strengthened by instruction 
in Irrigation, Road Building, and Hydraulics. There is de- 
mand for another Engineering Building and for two or three 
additional teachers, one of whom should give correspondence 
instruction in vocational subjects. 

More attention should be paid to students who contemplate 
going into journalism. Such students need, among other things, 
preparation in reporting and editorial writ- 
Journalism, ing, in magazine writing, in advertisement 
writing, in the details of printing and pub- 
lishing, and in the legal relations of the press, in current polit- 



— 12 — 

ical topics, and in world politics. The power of the press in 
America is very great, and it is time that young men were 
trained to use this power for just and wise ends. The four 
periodicals now published by the students of the University 
and an active Press Club of thirty members give some prac- 
tice along journalistic lines, but a special instructor is needed 
to develop the work. The daily and weekly press constitutes 
the reading matter of most busy men and women ; improvement 
of the press is, therefore, next to improvement of the common 
free schools, the best means of improving the education of 
the people. 

In Music, as in Journalism, the University has as yet done 

little or nothing. The Glee Club, the Band, the Violin Club, 

and other similar organizations have flourished 

Music. with but little official help. Before long the 

University must give some regular instruction in 

Music, as is now done in most of the great institutions of the 

country. 

All real education is practical in that it prepares for better 
workmanship or more effective living. But some branches of 

learning prepare so directly for 
Practical Subjects. certain generally followed occu- 
pations that they have been more 
easily recognized as practical. 

During the last two or three years several beginnings, mod- 
est of necessity yet significant, have been made. The Depart^ 
ment of Extension, created in 1909, has already enrolled nearly 
a thousand earnest students (whose wants the State cannot 
afford to deny) in correspondence study courses, and has 
loaned many traveling libraries and sets of educational lantern 
slides to teachers, county superintendents, and others. A spe- 
cial lecturer on rural school problems has been sent over the 
State, and plans of model rural school buildings have been 
widely distributed, many buildings having been constructed ac- 
cording to these plans. The testing laboratories of the Depart- 
ments of Geology and Engineering have been busily employed 
in testing the oils, coals, lignites, clays, building stones, and 



— 13 — 

cements of the State. A School of Domestic Economy, offering 
courses in Cooking and Home Management was opened this 
year, and in a few days its classes were filled to overflowing, 
and it was necessary to stop further registrations. 

These infant efforts to establish practical courses have 
bronght to light demands for more complete service in sev- 
eral directions. Already the Department of Extension is de- 
manding the services of three or four special instructors to 
devote all their time to correspondence work. Two or three 
men are needed in the work of visiting rural schools. Another 
man is needed to visit city schools. Bulletins should be pre- 
pared in larger numbers, demonstrations should be conducted 
in various places, the advantages of higher education should 
be brought in practical form to the people who would profit 
by them. 

To meet the requirements of the 600 girls now in the Uni- 
versity, and the larger number yet to come, courses should be 
offered in Dietetics, Home Architecture, Textiles and Clothing, 
along with certain other courses mentioned elsewhere in this 
pamphlet. 

Ample preparation should be made for manual training and 
the preparation of teachers of the various branches of manual 
training and the industrial arts. Some provision should also 
be made for advanced typewriting and stenography. 



THE AGRICULTURAL AND MECHANICAL COLLEGE OF 

TEXAS 

The Agricultural and Mechanical College of Texas, like the 

land grant institutions in other states of the Union, owes its 

origin to an act of Congress approved July 2, 1862. 

Origin. This act donated public lands to the several states 
and territories which might provide colleges for the 
benefit of agriculture and the mechanic arts, and directed the 
Secretary of the Interior to issue land scrip to the states in 
which there was not the requisite quantity of public land. The 
act further directed that the money derived from this source 
should constitute a perpetual fund, the principal of which 
should remain forever undiminished, and the interest of which 
should be inviolably appropriated by each state to the endow- 
ment, support and maintenance of at least one technological 
college, whose leading object should be without excluding other 
scientific and classical studies, and including military tactics, 
to teach branches of learning pertaining to agriculture and the 
mechanic arts, in order to promote the liberal and practical 
education of the industrial classes in the several pursuits and 
professions of life. 

By joint resolution approved November 1, 1866, the Legisla- 
ture of Texas accepted the provisions of the Congressional leg- 
islation, and accordingly there was issued to Texas 

History, scrip for 180,000 acres of public land, which was 
sold for $174,000. This amount was invested in 
Texas 7 per cent gold frontier bonds. At the time of the open- 
ing of the College there was an addition to the fund of accrued 
interest amounting to $35,000, which was invested in 6 per 
cent State bonds. 

In an act approved in 1871, the Legislature provided for the 
establishment of the Agricultural and Mechanical College. A 
commission appointed to locate the College accepted the prop- 
osition of the citizens of Brazos County, and located the insti- 
tution on a tract of 2416 acres of land in that county. The 
Constitutional Convention of 1876 constituted the College a 



— 15 — 

branch of the University of Texas, and provided that the Leg- 
islature should have power to levy taxes for the maintenance 
and support of the College. 

The College is supported partly by the Federal Government, 
partly by the State. From the Federal Government are derived 
the Morrill Fund, which is used mainly for pay- 
Support, ing salaries ; the Hatch Fund, which supports the 
Main Experiment Station; and the Adams Fund, 
which is used in the prosecution of research in agricultural 
problems. 

From the State are derived funds for maintenance and sup- 
port; for buildings; and for the support of the State Experi- 
ment Stations. The interest on the original Federal endow- 
ment fund is also annually appropriated to the College by 
the State. 

The physical plant of the College consists of the tract of 

land on which the College is located, eight dormitories (and 

one other in course of erection), a Main 

Physical Plant. Building for offices and section rooms, an 
Agricultural and Horticultural Building, a 
Chemical-veterinary Building, a Civil Engineering Building, an 
Experiment Station Building, a Mechanical Engineering Build- 
ing, a Textile Engineering Building, a Hospital, a Veterinary 
Hospital, a Farm Implement Building, a Natatorium, a Water, 
Ice and Light Plant, a Laundry, a Sewerage System, barns and 
outhouses, and residences for instructors and officers with a 
total valuation of approximately $1,000,000. 

For the first thirty years of its existence, the enrollment of 
students in the College was not large. But its accomoda- 
tions were limited, and for many years the enroll- 
Growth. ment has equalled or exceeded the dormitory ca- 
pacity. In the session 1906-07 the enrollment for 
the first time exceeded 500. Since that year the increase in 
attendance has been rapid, and for the current year the enroll- 
ment is 1,126. For the last five years the insufficiency of dor- 
mitory room has been met by the use of tents. During the 



16 



session 1910-11 the number of cadets quartered in tents was 

486. 

The ways in which the Agricultural and Mechanical College 

servos the State fall under two general heads. The first and 

most important is the training of young men with 

Services, the object of fitting them to become leaders of 
thought and of progress, and to take a leading 
part in the material development of the State. For this pur- 
pose the College has now in operation the following depart- 
ments ; Agricultural Extension, Agronomy, Animal Husbandry, 
Architecture and Drawing, Biology, Chemistry and Chemical 
Engineering, Civil Engineering, Dairy Husbandry, Electrical 
Engineering, English, Entomology, History and Economics, 
Horticulture, Mathematics, Mechanical Engineering, Military 
Science and Tactics, Physics, Textile Engineering, and Veteri- 
nary Science. There are four-year courses in Agriculture, 
Architecture, Architectural Engineering, Chemical Engineer- 
ing, Civil Engineering, Electrical Engineering, Mechanical En- 
gineering, and Textile Engineering ; and two-year courses in 
Agriculture and Textile Engineering. 

The services of graduates of the College are in active de- 
mand in railroad offices and in the field ; in mills, machine 
shops and electrical establishments; on farms and ranches and 
in many other lines of industrial activity. 

The second of the ways in which the College serves the State 
is to be found in its activities in behalf of the people at large. 
These activities take several forms. 

(a) The experiment stations constitute one of the most im- 
portant of them. The staff of the Main Station, located at 
College Station, includes a chemist, an entomologist, an agro- 
nomist, a botanist, a plant pathologist, an animal husband- 
man, a veterinary surgeon and a horticulturist, with their as- 
sistants. Results of experiments are reported from time to 
time in bulletins which are sent free to farmers and others 
interested in agricultural developments. The mailing list con- 
tains about 40,000 names. 

The discovery of a method of rendering cattle immune to 
Texas fever was a result of the collaboration of the Texas and 
the Missouri Stations. The amount of money already saved 



—17— 

the stockmen of Texas by this one discovery is doubtless more 
than the total of all appropriations made up to this time by 
the State to the College, to say nothing of what has been saved 
to other states below the quarantine line. 

The ten State stations located at Angleton, Beaumont, Bee- 
ville, Denton, Lubbock, Nacogdoches, Pecos, Spur, Temple, and 
Troupe devote themselves to field experiments involving local 
problems. Their superintendents co-operate with farmers for 
the purpose of improving agricultural practice. 

(b) The Department of Agricultural Extension was estab- 
lished for the purpose of extending the benefits of the College 
to men actively engaged in farming, but not able to enter upon 
a regular college course. Its main forms of activity are cor- 
respondence courses in agriculture, educational demonstration 
trains, organization of Farmers' and Boys' and Girls' Clubs 
and co-operation with fair associations. 

(c) The administration of the feed control law is under the 
supervision of the director of the experiment station. The ob- 
ject of the law is to protect purchasers of feed stuffs from 
adulteration and other frauds. Results of analyses are dis- 
tributed to all persons interested. 

(d) The Division of Highway Engineering, established in 
response to public interest in the movement for good roads, is 
in charge of a member of the Department of -Civil Engineer- 
ing, who, in addition to his duties as teacher in the College, 
delivers lectures at other places and gives suggestive advice, 
and uses all available means to promote the movement for 
good roads. 

(e) The College maintains a Summer Normal for the benefit 
of teachers who may wish to add to their professional attain- 
ments. Special opportunity is offered to teachers to equip 
themselves for the teaching of agriculture in the public schools. 

The College has by no means reached the limit of its use- 
fulness. Standing as it does for thorough training and applied 
science, it should teach not only by precept, but by 
Needs, example. By reason of its isolated position, it nec- 
essarily performs certain functions which are us- 
ually in the hands of a municipal government. For example, 
it operates its own waterworks and lighting system. Obviously, 



—18- 



these should be models of their kind, so that even experts 
might take lessons from them in the application of scientific 
principles to practical affairs. Its building should be of the 
best types of architecture. Its walks and drives should be ob- 
ject lessons in road-making; its sanitary arrangements should 
be models for the sanitary engineer. In all such matters the 
College should set up standards. In a word, whenever it un- 
dertakes to apply the principles it teaches it should do so in 
such style as to exemplify, in the best possible manner, the 
advantages to be derived from a combination of science and 
practical knowledge. It should never be compelled "to teach 
by antithesis," as it sometimes is, with its present limited re- 
sources. 

But education along technological lines is of the most expen- 
sive sort ; and to carry on work of this kind on a large scale re- 
quires the expenditure of much money. In order more com- 
pletely to fulfill its mission, the equipment of the College should 
be largely increased. Among the more urgent needs of the 
College are a Good Library, well stocked; a Hospital; an Ad- 
ministration Building; an adequate Agricultural Building; an 
Auditorium; a Museum; a Pavilion for Stock-judging; an in- 
crease in number of teachers, so that classes may be made 
smaller; and a strengthening of its extension work. To de- 
velop this College into an institute of technology second to 
none in the Union would result in inestimable good to the 
State. 



THE COLLEGE OF INDUSTRIAL ARTS. 

The College of Industrial Arts was created by an act of the 
Twenty-seventh Legislature in April, 1901. The law creating 
the College provided for a locating corn- 
Present Facilities, mission whose duty it would be to select 
a suitable site for the College. This com- 
mission after an extended tour of investigation finally in Feb- 
ruary, 1902, located the College at Denton. The corner stone 
of the main building was laid January 10, 1903, and the first 
term's work began September 23, 1903. 

Section 5 of the act creating the College set forth rather in 
detail the scope of the work to be pursued in the College and 
the position it was to occupy among the institutions of higher 
learning in the State. The section reads as follows: "The 
establishment and maintenance of a first-class industrial insti- 
tute and college for the education of white girls in this State 
in the arts and sciences, at which such girls may acquire a 
literary education, together with a knowledge of kindergarten 
instruction ; also a knowledge of telegraphy, stenography, and 
photography ; also a knowledge of drawing, painting, designing 
and engraving, in their industrial application; also a knowl- 
edge of general needlework, including dressmaking; also a 
knowledge of bookkeeping ; also a knowledge of scientific and 
practical cooking, including a chemical study of foods; also a 
knowledge of practical housekeeping; also a knowledge of 
trained nursing, caring for the sick; also a knowledge of the 
care and culture of children with such other practical indus- 
tries as from time to time may be suggested by experience, or 
tend to promote the general object of said institute and col- 
lege, to-wit : fitting and preparing such girls for the practical 
industries of the age." 

The availability of funds has never been sufficient to carry 
out all the provisions of the law, but it has been the policy of 
the governing authorities to add departments and provide in- 
struction as fast as funds were provided therefor by the State. 
At the present time the College plant consists of six buildings, 
located on a campus of seventy-three acres of rising ground 



—20— 

in the north division of the city of Denton, the value of the 
entire plant being estimated at about $400,000, with a faculty 
of twenty-five instructors. The enrollment for 1909-10 was 258 
students and the attendance for the present year is 360, which 
indicates a gain of 102 students for the present year. There 
has been a constant and healthy growth of the institution year 
by year since its establishment. 

In serving the interests of the State, the College has provided 
four regular courses with different contents, as follows: The 
Literary Course, Household Arts Course, the Fine and Indus- 
trial Arts Course, and the Commercial Arts Course. No stu- 
dent can graduate from the College without taking some indus- 
trial work, but the amount of this work varies considerably in 
the different courses. For example, in the Literary Course the 
minimum of industrial work is offered, the emphasis being laid 
on the usual literary subject matter of the regular College 
course ; and while the students take courses in Cooking, Dress- 
making, and Art, the larger interest of the student is concen- 
trated on the Languages, Mathematics, History, English, and 
the Sciences. In the Household Arts Course the principal em- 
phasis is on industrial work, including Applied Chemistry, 
Textiles, Dressmaking, Landscape Gardening, Laundering, 
Home Sanitation, Applied Economics, Dietetics, House Plan- 
ning, Dairying, and Home Nursing. In the Fine and Industrial 
Arts Course the emphasis is laid on the principles of Design, 
Costume Design, Water Color, China Painting, Modelling, Sten- 
cilling, Home Decoration, and Picture Study. The Commer- 
cial Arts Course lays emphasis on Bookkeeping, Shorthand and 
Typewriting, and such correlated subjects as English, Spelling, 
and Commercial Law. This course is designed to equip thor- 
oughly women for the highest efficiency in stenographic and 
general office work. To meet the demand of a large number 
of students whose time and means were too limited to enable 
them to take a full College course, but who were ambitious to 
prepare themselves as bread-winners, the College also offers 
several Trade or Vocational courses, which consist of intensive 
work in one department extended throughout one entire year. 
The courses offered at the present are as follows: Dressmak- 
ing, Millinery, Photography, Shorthand and Typewriting, and 



—21— 

Bookkeeping. These courses have already proved profitable 
and the number who are now taking these courses indi- 
cates that they are filling a real need in this State. It is the 
plan of the Board to extend the number of Vocational courses 
as rapidly as funds and facilities can be provided. 

The wider opportunities now open to women are increasing 
the demand for a greater variety of short-term courses. Trade 

courses should be offered in Floricul- 

Additional Services, ture, Dairying, Ceramics, Telegraphy, 
Professional Nursing, etc. A Depart- 
ment of Kindergarten Training is also a requirement of the 
law for which there is considerable demand, but the Board 
of Regents has been unable with the present facilities to pro- 
vide for this Department. The College also needs to extend 
its Chemistry courses so as to include more of the Chemistry 
of Food and Food Analysis. There is also a great demand by 
the students of this institution for vocal and instrumental 
music. This institution should provide for the equipment of 
music teachers and also provide for music instruction for -those 
students who will need it for the cultural influences in their 
own homes. Music is a practical subject and almost a universal 
need for a woman who is called, upon to create a home atmos- 
phere. At the present time no Texas State institutions of higher 
learning provides for such instruction. Therefore, it is the 
logical and appropriate thing for the College of Industrial 
Arts to provide ample facilities for such a department. 

To meet these demands the following are imperative and 
urgent needs : 

In an institution of the character of the College of Indus- 
trial Arts, Chemistry occupies a very important place. It is 

a fundamental necessity in correlation 

Chemistry Building, with cooking, textiles, laundering, dry 
cleaning, dairying and photography. 
With a larger emphasis that is now being laid on pure food, 
every woman should know how to test for the adulteration of 
foods, for the adulteration and misrepresentations of textiles, 
fabrics, and such other applications of Chemistry as usually 
come up in a well regulated home. 



—22— 

At the present time there is only one chemical laboratory at 
the College with accommodation for about twenty students 
working at one time. With more than three hundred students, 
most of whom take Chemistry, to be accommodated it is im- 
possible to provide adequate laboratory space for them, and 
this problem grows more imperative as the number of students 
increases. A building is needed with ample laboratory rooms 
and equipment for General Inorganic Chemistry, for Food 
Analysis, for Textile Chemistry, and adequate lecture and store 
rooms to meet fully the needs of this important department. 

In order to decrease the expenses of the students as much as 

possible the Board of Regents established a laundry where the 

work of all students could be done at 

Laundry Building, the least possible expense. As no room 
was provided, the laundry was placed 
in the basement of Stoddard Hall, the State Dormitory. This 
has never been a desirable arrangement. In the first place, 
there is considerable noise in connection with the laundry work 
which is a great annoyance and interference to those who study 
in their rooms between classes. In addition to the inconven- 
ience, the fire risk is considerably increased by having the 
laundry in the basement, and with the increase in the number 
of students to be accommodated and the limited space that can 
be allotted to the laundry, it is difficult to provide room 
for the amount of machinery necessary to do the work ade- 
quately. In addition to all of these reasons, the growth of 
the student body has more than overtaxed present facilities and 
the room now used for the laundry is very greatly needed to 
provide room for students. These weighty reasons compel the 
College authorities to hope and to expect that a building for 
the laundry will be provided by the Thirty-third Legislature. 

The most imperative need of the College today is an addi- 
tional dormitory. With a present enrollment of three hundred 
and sixty students there are dormitory 
Dormitory Needed, facilities for only one hundred and fifty. 
The State dormitory, with capacity of 
one hundred students, is now accommodating one hundred and 
twelve with board and room and providing board for about 



—23— 

forty additional students who are required to come quite a 
distance, often in extremely disagreeable weather, to their 
meals. In addition to this a large number are compelled to 
board out in town and on account of the geographical position 
of the College they are necessarily compelled to board long 
distances away. Boarding houses are very few in this section 
of the town and on account of having one dormitory, it has 
been impossible to induce people to build houses for this pur- 
pose. This condition has made it necessary to turn many stu- 
dents away, and it is conservatively estimated that more than 
two hundred students will thereby be prevented from entering 
the institution in the fall of 1912. It is practically the uni- 
versal policy of all schools of this character to provide dormi- 
tories for their students, and the State of Texas cannot afford 
to refuse to provide boarding facilities for the hundreds of 
young women who are now seeking instruction at this College. 

The continuous growth of the institution from year to year 
has given sufficient evidence that its opportunities are appre- 
ciated by the people. The fact that for four 
Conclusion, years the facilities of the College have been in- 
sufficient to meet the needs of the student body, 
creates a paramount obligation on the part of the Legislature 
to- support the College more liberally. The people of Texas 
need the College of Industrial Arts. Homemaking is at least 
as important as agriculture. Many million dollars are in- 
vested annually in food, clothing, and shelter in the United 
States, much of which is wasted on account of incompetent 
housewives. When you consider this fact 'in connection 
with infant mortality, the amount of illness due to preventable 
diseases, and the unhappy home life resulting from inefficient 
homemakers we cannot fail to be impressed that the greatest 
responsibility of any state is to provide adequate training for 
future wives and mothers. This is the lofty aim of the College 
of Industrial Arts, and it should be the pride of Texas to en- 
able every girl within her borders to partake freely of the op- 
portunities there offered. 



STATE NORMAL SCHOOLS OF TEXAS. 

The maintenance at public expense of adequately equipped 

Normal Schools for the proper training of teachers has within 

recent years become one of the essential and 

Introductory, vital parts of the State's system of public 
education. So general has become the recog- 
nition of this phase of education that there are now maintained 
in the several States 196 public normal schools, giving instruc- 
tion annually to 79,546 teachers and student-teachers. In 
these schools there are employed 4,184 instructors, and the 
total expenditures by the States for their support exceed nine 
million dollars annually. 

The primary function of the Normal School is the proper 
training of teachers. The accomplishment of school reform is 
possible only through the uniformly active and aggressive ef- 
fort of the teaching force. The greatest problem of good pub- 
lic schools in Texas is the problem of efficient teachers, and the 
problem of efficient teachers is the problem of developing and 
enlarging the work of the State Normal Schools that are es- 
tablished primarily for the training of teachers. 

The State Normal Schools of Texas, located respectively at 

Huntsville, Denton, San Marcos and Canyon, are rendering 

effective service to the people of the State 

Normal Schools in training teachers for the common 

of Texas. . schools. During the past year these 

schools gave instruction to 4,500 teachers 
and students, about one-half of whom attended only the sum- 
mer normal or summer school sessions. Annually there grad- 
uate from these schools approximately 350 teachers, who carry 
professional training and educational spirit into every county 
in Texas, thereby giving an impetus to educational progress 
and inspiration for better teaching. 

While the four Normal Schools of Texas have taken on new 
life and are rapidly moving into their appropriate place in the 
State's system of education, the number of teachers that they 
graduate and supply is relatively small. Our State is calling 



—25— 

annually for more than 3,500 new teachers; and yet the total 
yearly support of Normal graduates is represented by the com- 
paratively small number of 350. Not including those who 
probably obtain professional instruction elsewhere, or those 
who pursue undergraduate work, there still remains, upon a 
conservative estimate, a vast host of 2,000 young men and 
young women who enter annually the profession of teaching 
with only a superficial preparation. Is Texas performing the 
duty in this respect which she owes to the boys and girls of the 
common public schools? 

An examination of the following table, giving information 
with respect to state normal schools in the 

Comparison. United States, will indicate that Texas falls 
far short of the average state in the provision 
for these schools : 





UNITED 
STATES 


TEXAS 


Total No. of State Normal Schools 


196 


4 


Total No. of students, regular session . . 


79,546 


2,250 


Total No. of instructors 


4,814 


88 


Average No. of pupils per instructor. . 


16.6 


25.6 


Average annual cost of maintenance 
per school to the State 


$71,840 


$44,625 


Average value of laboratories for each 
school 


$23,950 


$8,750 


Average value of buildings for each 
school 


$183,300 


$125,000 



The State of Texas expends less per capita on the enrollment 
in her Normal Schools for the training of teachers than the 
average state of the Union, while it falls far below that of the 
average progressive western state. Some of the states provide 
a part of the living expenses of the students. The teachers 
who attend the summer sessions of the four Normal Schools 
in Texas spend as much money for board, tuition, and other 
expenses as the State spends on these schools for the entire 
year. 



-26- 



An examination of the above table further proves that the 
average state normal school is investing more money in the 
construction of buildings than the average state normal 
school in Texas, all of which means that their buildings are 
larger, more modern in architecture and better equipped. The 
administration buildings in a very few of the normal schools 
of other states cost less than $100,000 each, while the science 
buildings, library and other buildings cost from $25,000 to 
$100,000 each. It should be the settled policy of our State to 
give larger appropriations for the construction of modern, con- 
venient and sanitary buildings that are planned by competent 
architects to meet the needs of these schools for a long period 
of time, and not merely to meet the immediate demands. 

An examination of the official reports of State Superintend- 
ents and of the United States Commissioner of Education in- 
dicates clearly that the standards of 

Future Requirements, the Texas Normal Schools fall below 
the standards that prevail in the 
leading normal schools of the country. Recently, the State 
Normal School Board of Regents increased both the entrance 
and graduation requirements for the Texas Normal Schools. 
If we are to keep up with the progress of other States, as 
above indicated, the standards must be raised further. To 
meet these requirements, additional revenues will be necessary. 

Attention is also directed to the fact that the average num- 
ber of pupils per instructor in the normal schools of the 
United States is 16.6, while the average number of students 
per instructor in the Normal Schools of Texas is 25.6. This 
does not take into consideration that the average teacher in 
the Texas Normals gives instruction to as many more students 
during each session of the summer school and the summer 
normal, all of which is excluded from the above calculation. 
It is, therefore, necessary that more money be expended for 
the employment of additional instructors, if the Normal 
Schools of Texas are to bear a creditable comparison with those 
of other States, and do the work demanded of them by the 
State. 



—27— 

(a) Liberal allowances should be provided for erecting 
modern fireproof buildings. 

(b) Every State Normal School in Texas 
Summary of needs a modern, fireproof building, attract- 
Present Needs, ive in design, in which to conduct a train- 
ing and observation school. 

(c) Some of them need industrial buildings with livestock 
pavilions and provisions for the proper exhibition of farm and 
poultry produce. 

(d) They should all be equipped with laboratories and li- 
braries for training teachers for all the schools in a way that 
is becoming to our commonwealth. 

(e) The faculties should be selected on the highest profes- 
sional plane, and in eack department there should be an ample 
supply of men and women of the best quality of preparation 
to do the work of preparing for Texas schools the best supply 
of the best teachers to be found on the continent. To secure 
and maintain this class of instructors, salaries must be paid 
that are more commensurate with the importance of the serv- 
ices rendered. 

The teachers who are being trained in the Normal Schools 
of Texas are among the influential and progressive class of 
men and women, and the responsibility of the work which they 
have chosen assumes a high and honorable rank among ex- 
alted professions. It is the duty of our State to see that Texas 
children are taught by the best trained teachers, and that 
these teachers are trained in the best prepared schools of the 
country. 



A FEW FACTS ABOUT DENOMINATIONAL EDUCATION 

IN TEXAS. 

An exhaustive study of the history of higher education re- 
veals constantly the influence of the Church as a most potent 
factor. In the Dark Ages the monasteries were the reposito- 
ries of classical knowledge, and the Churchmen were the ex- 
ponents of the highest educational attainments. It was through 
their influence that European universities, organized for the 
purpose of propagating church creeds and the Christian vir- 
tues, fostered higher learning in a degree not commonly appre- 
ciated. Religious zeal, seeking freedom from the tyranny of 
the- Old World, planted on American soil the seeds from which 
has grown the modern university, many of our present institu- 
tions of higher learning being an essential part of Colonial 
history. 

The history of educational activity in Texas suffers no ex- 
ception to the rule. Organized denominations of the Christian 
religion likewise furnished the vanguard for education in our 
State. They made, and are now making, an invaluable con- 
tribution to a general intellectual awakening. In all phases of 
educational activity, and particularly in higher education, the 
State is debtor to the Church in a degree not generally under- 
stood. The fathers wrote higher education into the Constitu- 
tions of the Republic and of the State, but tardy were the 
steps in its fulfillment. The Agricultural and Mechanical Col- 
lege opened its doors in 1876 ; the Sam Houston Normal in 
1879 ; and the University of Texas in 1883. What if no efforts 
prior thereto had been put forth? 

Baylor University was chartered by the Republic of Texas 
in 1845. Austin College and Southwestern University closely 
followed. Then came others. Teachers of the State, public 
and private, in the early days were prepared by the denomina- 
tional schools. Even now, they, in the aggregate, send forth 
annually more teachers for the public schools than the Uni- 
versity of Texas. They sent forth the early Texas educated 
lawyers and doctors. Out of these schools went the ministry. 



—29— 

To them every church of every denomination owed its origin 
and perpetuity. Doubters may look up the biographies of the 
early professional men of the State. The elevating influence 
of the highest morality known to men was taught in these 
schools and practiced later by husbands and wives in the pri- 
vate precincts of their firesides. They were the shrines to 
which all Texas long looked for sources of culture in public 
and private life. They have set moral standards to which all 
institutions, public and private, have aspired. 

At the time these denominational schools were established, 
public sentiment would not have provided the necessary funds 
to do the work which they did. This is certainly true in the 
light of the niggardly support now so often manifested toward 
the State institutions of higher education. Teachers in these 
schools, with rare fidelity, did their work underpaid, and they 
were possessed of equipment often unequal to the demands. 
Notwithstanding the handicaps, they annually sent forth hun- 
dreds of men and women highly prepared for life. The tax- 
payers paid not a cent of the cost. Without the product of 
these schools Texas would certainly not be on the heights of 
material and social prosperity, as we find her. The State was 
in no frame of mind to pay the price. Unselfish devotion 
to others brought forth the necessary money with religious 
zeal, money which the taxpayers would not yield. 

Quoting from "A Statement Concerning the University of 
Texas," sent out in January, 1911, we find that the University 
of Texas educated her sons and daughters in the University 
cheaper than any one of ten other States mentioned for the 
year 1910. In the University of Texas that year it cost $159 
to instruct each student. For that year the University had 
1027 students of college grade, exclusive of all professional 
and other students, making a total cost of $163,293. 

The nine leading denominational colleges of Texas of the 
"first class" in 1910 had a total of 1,540 students of college 
grade, exclusive of all others. They were taught free to the 
State, sent out for service as citizens, at a total saving of taxa- 
tion, at the University rate of cost, of $244,860. 

In 1910 the Medical Department of the University at Gal- 
veston had a total of 268 students. The same year the three 



-30- 



denominational colleges of medicine and pharmacy in North 
Texas had a total of 434 students. It is freely granted that 
in many respects these denominational schools fall short of 
the best, yet they meet the needs of the State in a large way 
and at absolutely no cost to the State. Their shortcomings 
have been improved from time to time close upon the heels of 
the University in nearly every case. 

The above nine denominational colleges have a total valua- 
tion, not including endowments, of $3,073,890. To this, much 
is added each year. They expect to go on and on through the 
years. All their possessions are for the service of the State 
in the production of cultured, Christian citizens. In this esti- 
mate no account is taken of the many Christian schools that do 
not come up to the standards undertaken by the nine to which 
reference is here made. 

But a renowned history of generous service is not sufficient 
for present or future needs. It offers no guarantee for the per- 
petuity of an institution. It must measure its capacity for real 
efficiency by the larger standards of today and tomorrow. If 
the denominational schools of higher education in Texas are 
to maintain their wonted importance to the State, and to their 
respective denominations, as all will agree that they should, 
they must, in common with the State institutions of higher 
learning, obtain freedom from the embarrassing needs of finan- 
cial support. A careful study of similar institutions elsewhere 
gives convincing proof that such cannot be done satis- 
factorily except by liberal endowments commensurate with 
their needs and proportionate with their attendance. This 
leads to the important question, What constitutes a properly 
endowed institution ?' It is conservatively estimated that a col- 
lege or university to be self-sustaining requires an endowment 
of $3,000 or $3,500 for each student to whom instruction is 
yearly offered. The denominational colleges and universities 
of Texas are rightly entitled to adequate support; but in the 
light of substantial facts, they- cannot reasonably expect it 
without liberal endowments. 

Between the great educational forces of the State there is 
not, and cannot be, any conflict. All have the great common 
aim of rendering service to humanity. There can be no strife 



—31— 

between the higher institutions of education maintained by the 
State and those supported by denominational pride and ac- 
tivity, and the privately endowed institutions of learning. The 
general improvement and the material prosperity of the one 
means ultimately a corresponding improvement and prosperity 
of the other. Pride supplants jealousy, all realizing tkat the 
triumphs of the one are the occasions for joy of the other. 
Each institution, whether State or denominational or private, 
has a definite function to perform, each is entitled to a rational 
existence, and in their proper relation each should be bound 
to the other by ties of mutual sympathy and respect. 



COMPARATIVE STATISTICS AND DIAGRAMS OF 
HIGHER EDUCATION. 

The services that are being performed by the University of 
Texas, the Agricultural and Mechanical College, the College of 
Industrial Arts and the four State Normal Schools have been 
listed in the foregoing pages. The additional services that 
these institutions would render to the children of Texas were 
additional means available, have also been briefly indicated. 
But to perform additional services additional means must be 
provided. Texas cannot expect her educational institutions to 
give as good instruction to her children as are given to the 
children of other states by the better supported schools of 
such states. 

What are the people of other states spending for higher edu- 
cation? How do the expenditures in Texas compare with the 
expenditures in other states ? How efficient are the educational 
institutions of Texas compared with those elsewhere? 

To answer these questions for all the states would take too 
long. Some of the states are too small and poor to compare 
with Texas. Certain great states in the East have immense 
endowed institutions which render state support of higher 
education relatively unnecessary. For fair comparison there 
remain California and the great states of the Mississippi Val- 
ley, although, as may be seen in the following tables, great 
private educational institutions in Ohio, Illinois, Missouri and 
California have enabled those states to economize somewhat 
in their expenditures for higher education. This has lowered 
a number of the averages which follow. 

The object of the following tables and diagrams is to pre- 
sent a financial comparison briefly, yet in sufficient detail. Un- 
der each state are included the totals that belong to all the 
higher educational institutions supported by that state. In 
Texas the University, the Agricultural and Mechanical Col- 
lege, and the College of Industrial Arts are included. Colorado, 
Michigan and Ohio, like Texas, support each three institutions, 
while Indiana, Iowa, Kansas and North Dakota support two 



—33— 

each. The remaining states support each one consolidated in- 
stitution. 

State normal schools are omitted from the comparison. 
Their inclusion would not seriously affect the general result. 
Our Texas Normal Schools are quite poorly supported in com- 
parison with the state normal schools of other states. 

The following tables are self-explanatory. It is to be noted, 
however, that the amounts expended for buildings and other 
permanent improvements have been excluded. For the pur- 
pose of this presentation this course seemed fairer, inasmuch 
as the annual expenditures for these purposes vary very widely. 
A table is given, however, showing the total values of the 
plants used for higher education in each State. 

The averages given in the following tables exclude Texas 
and include the remaining thirteen States. The figures are 
based on the latest official reports of the United States census, 
the Department of Commerce and Labor, and the Bureau of 
Education. 



A. — Population, Coniug of 1910. 

Illinois mmmmmxmamsmmmmmmmm 5,639,000 

Ohio l—lii ■ mil— l— 4,767,000 

TEXAS hmhmhhh 3,897,000 

Missouri Hill Minium mnwili—— i 3,293,000 

Michigan wmmmmmmm 2,810,000 

Indiana mmmmmmmmm 2,701,000 

California MMHHHI 2,378,000 

Wisconsin mmmmmmmm 2,334,000 

Iowa HHHH 2,225,000 

Minnesota HHHHMI 2,076,000 

Kansas MHMM 1,691,000 

Nebraska Mm 1,192,000 

Colorado «mmi 799,000 

N. Dakota BY 577,000 

ATeragt hmhi 2,500,000 



—35— 

B.— Total Income (Excluding the Amounts Expended for 
Buildings and Other Permanent Improvements). 

Michigan mum ii ii mmmmmmmmmmmm $2,134,000 

California milium i, u mmmmmmm 1,628,000 

Wisconsin HIHMMHHIHHHHi 1,575,000 

Iowa mmmmmmmmmmmmm 1,315,000 

Minnesota wm—mmmmmmmi 1,207,000 

Illinois ■■MM 1,198,000 

Ohio mmmmmmmmmm 1,147,000 

Indiana «—— « 971,000 

Kansas II ■ 823,000 

Nebraska — — • 689,000 

Missouri mmmmmm 679,000 

Colorado II 609.000 

TEXAS — ■ 541,000 

N.Dakota ■■ 437,000 

Average — — 1,110,000 



—36— 

C— -Total Income (Excluding the Amounts Expended for 
Buildings and Other Permanent Improvements) Per In- 
habitant. 

Michigan ■■■■■■■HHHHHHHHBHHMBHHHHHH $0.77 

Colorado iy«m liin mmnmammmmammammmmamm 0.75 

North Dakota BHHMBHi^nHHHMH 0.75 

California m ■ llliilil Bawoi^— 0.68 

Wisconsin ■■■■■■^■■■■■■■■■^■■■■i 0.68 

Iowa «■■ iwi mil ■—— — — i 0.59 

Minnesota MHHMMMI^^^HBHBH 0.58 

Nebraska ■■HHMI^BHHM^HBHI 0.57 

Kansas ■■■■■«— ■ — 0.48 

Indiana i^MHHHHHHBB 0-36 

Ohio HHHHMn 0.24 

Illinois wmmmmm 0.21 

Missouri ■■■■■■i 0.21 

TEXAS wmmmm 0.15 

Average maammmmmmmmm/mmm 0.44 



D. — Total Income (Excluding Amounts Expended for Build- 
ings and Other Permanent Improvements) Per $1,000 
of Actual Wealth in Each State. 

Michigan ammammmmmm/mmmmmmammmamamt^sE $0.51 

Wisconsin mmMmmmBOKmaarmmsBSBimmsmmBumm 0.45 

North Dakota waammammmBmmammmmmmmmmmm 0.41 

Colorado mawmmmmmmBmmmmmamammmmam 0.3? 

Kansas mmmmmmmaammmmsmmm 0.31 

California mmmmmmmgmmammsmaam 0.30 

Indiana ■MHBHBHHHMi 0.26 

Iowa ■■■■■■■■■■■■■1 0.26 

Minnesota woammmmmmmmmmm 0.26 

Nebraska IIMIWIIII I—— 0.26 

Ohio mnnmni 0.17 

TEXAS mammmaam 0.16 

Missouri ■mniuiwiwi 0.15 

Illinois hjmiihimiiii 0.11 

Average ■■■■■■■■■■■■ 0.23 



—38— 

E.-— Total Income (Excluding Amounts Expended for Build- 
ings and Permanent Improvements) Per Student in the 
Regular Session. 

Wisconsin sssBSKmmaasaaatnmi^mammmmmmKttatam $385 

California Gmmaummmmmmmmm^m^mmmmammm 378 

Iowa HBBHIHHHHaiHH^^^iHH 363 

North })n\wt&mmmm^mmmmmmmam^^^mmmmmm 363 

Michigan m mil iiiiMMMMWMWBl 327 

Minnesota HHHMMHHHHHHMi 292 

Ohio ■■■■■■■■■■■■■■■■■■■■ 280 

Colorado MMBHMMHHHMHMBHH 270 

Indiana wmmmmMmmmommmmmmmm 252 

Missouri MMMMHHBHMHHiMMHI 246 

Illinois wmmmamtmmmmmmmmmmm 245 

Nebraska HMMHHHMHMMM 243 

Kansas IMMHMHHMMHIIf 203 

TEXAS HnivuH 167 

Average ■hbhwhhhhhi 296 



—39— 

F. — Income From State Tax and Legislative Appropriations. 

Minnesota ■^■^■■■■■■■■■H $1,471,000 

Wisconsin HIHMHHHMSMMH 1,228,000 

Illinois ——1 H "" 1,097,000 

Ohio mmmmmmmmmmmmmmm 1,031,000 

Iowa mmmmmmmmmmmm 1,016,000 

California mmmmmmmmmmmmmm 1,012,000 

Michigan ■MHHMHHi 898,000 

Kansas ■MMMMMH 886,000 

Missouri mmmmmmmmm 638,000 

TEXAS hmmh 595,000 

Indiana H_W 586,000 

Nebraska I NT 501,000 

Colorado J mm 442 > 000 

North Dakota ■■■Hi 350,000 

Average mmmmmmmmmmm 858,000 



-40— 

G. — Income From State Tax and Legislative Appropriations 
Per Inhabitant. 

Minnesota iMMmmMrMmwmmMmMmmmmMmmamamm $0.71 

North Dakota mmmammmmamaaaBmrnmamma 0.60 

Colorado wmMmmium mmmumaommmm 0.55 

Kansas BHaHHHHHHHBBHHMBBHKl 0.52 

Wisconsin ■mtimaiii iiwawMWWiMMBMBBB 0.52 

Iowa mill ww ihim—mb— 0.46 

California imtt; 0.43 

Nebraska IHHWHHHi 0.42 

Michigan imHHHH 0.32 

Indiana mmsummmm 0.22 

Ohio . iiwini 0.22 

Illinois MHH 0.19 

Missouri wuammmm 0.19 

TEXAS mh 0.15 

Average hhmhhhhbh 0.34 



—41— 

H.— Income From Endowment, United States Government, Stu- 
dent Fees and All Other Sources, Excluding Fees From 
Board and Rent. 

Michigan ■■■■■MMMiliii ■ $1,258,000 

California MMMMMMMM 661,000 

Wisconsin mmmmmmi 561,000 

Indiana mill ill « mil 555,000 

Illinois mmmmmb 463,000 

Iowa mmmmb 403,000 

Minnesota onm 336,000 

Ohio mmmm 332,000 

TEXAS mmmm 296,000 

North Dakota nm 265,000 

Nebraska mmm 248,000 

Colorado imiu 220,000 

Missouri mm 216,000 

Kansas MM 215,000 

Average MMM1 441,000 



—42— 

I. — Number of Teachers Per Hundred Students in the Regular 
Session. 



North D'dkot'dmmmmmmmmmmmmmmmmmmmmmm 13.0 

Wisconsin MHMMMMNNMMNMnMMHHHHMMI 11.7 

Illinois mmmmmmmmmmmmmmammmmmmmmm 11.6 

Nebraska mmmmmmmmmmmmmmmmmmmmmmmmtm 11.6 

Colorado MMMMMMMMMMMMmn 10.4 

California mmmmmmmmmmmmmmmmmmmmmm 9.8 

Iowa wmmmmmmmmmmmmmmmmmmmm 9.6 

Minnesota mmmmmmmmmmmmmmmmmmm 8.7 

Indiana mmmmmmmmmmmmmmmmmmm 8.3 

Ohio mmmmmmmmmmmmmmmmmt 7.8 

Michigan WHMHHMHHMMMi 7.2 

Kansas mmmmmmmmmmmmmmmm 6.6 

Missouri aawMMMMMMOi 6.3 

TEXAS Mnmnn 6.1 

Average HHHHHHHHHm 9.3 

U. S. Av. of ■MMMun 8.3 
464 leading 
institutions 



—43— 
J. — Values of Buildings. 

California mmmmmmmmmmmmmmmmmmmmi $9,488,000 

Michigan ■hmhmi 6,428,000 

Ohio ■HHHHHHHHHn 6,253,000 

Minnesota HHMMMHI 6,070,000 

Iowa wmammmmmmmmmm 5,684,000 

Wisconsin mmmmmmmmmammm 5,660,000 

Illinois mmmmmmmmm 4,305,000 

TEXAS MUM ■■■■■■ii 3,213,000 

Kansas mmmmmm 2,894,000 

Colorado a— 2,619,000 

Missouri HMMM 2,366,000 

Indiana I 2,296,000 

Nebraska -— 1,930,000 

North Dakota ummm 1 ,590,000 

Average MnHB 4,430,000 



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